JESSEMAR J.

WAO July 6, 2017

MAED-ELT
ELT 206

Writeshop 1: A Genre Analysis of Literature Review

Instructions: Examine as thesis in the GS library related to your working topic. Determine the
moves used by the researcher. Be guided by the following sentence stems:

A Copus- Linguistic Analysis of Phrasal Verbs in Philippine English

Dandi C. Somoson

The thesis of Somoson (2017) utilized three of the six suggested moves. These are Move
1 (Context), Move 4 (Summary) and Move 6 (Insights). Move 1 provides the definition and
identify the general topic or area of concern and provide the appropriate context for reviewing
the literature. Below is an extract of this move from her study.

Analyzing phrasal verb from the corpus could yield an objective description of how
people use and vary the use of this certain lexical category, The use of phrasal verbs is spoken
and written English has always been a pervasive linguistic problem among Filipino learners and
even professionals (Malice, 2005) Malice asserts, the best way to master PVs which are also
considered as idioms, is to memorize and use them in a context since a PV having its own
meaning is often unpredictable from the individual meanings of its components.

Somoson also made use of Move 2 by pointing out the gaps in his study as shown below.

While there may be studies on the common errors commited by some Filipinos on verbs
like that of Abejuela (2014) and Lasaten(2014) the corpora used were different and were just so
limited like the collected essays of the freshman college students and those of the teacher
education students.
 Another predominant move was the summary (Move 4). The literature review indicated
a series of summaries for the related studies. Below is one example. The summary move was
extracted from other research topic.

Summary move is also shown in the following using the pattern: source, topic,
participants and findings.

In another study conducted by Glenn (2005), the effect of English literacy proficiency, Academic
English literacy, and content literacy to the reading proficiency of learners was examined. The
result indicated that students English language reading score significantly increased Based n her
Findings, it was concluded that language instruction helped students contextualize concepts and
expand heir reading skills through systematic use of content based instruction, explicit language
objective introduction, explicit core vocabulary introduction, activating background knowledge
and schemata, prior knowledge developing , well structured interaction and activities and the us
of authentic reading materials.